Measuring the Effectiveness of Faculty Facilitation Training in Problem-Based Learning in a Medical School

Abstract

This study examined the effectiveness of a faculty training program for problem-based learning (PBL) facilitation. A multi-level approach was used, following Kirkpatrick's levels for assessing training effectiveness. Data were obtained from (1) tutor training workshop evaluations, (2) a survey of tutors' attitudes and beliefs, (3) changes in tutors' perceptions of their teaching styles through pre-and post-testing using the Teaching Styles Inventory (TSI), (4) changes in student attitudes and self-perceptions of their learning styles through pre-and post-testing using the Self-directed Learning Readiness Scale (SDLRS) and the revised Study Process Questionnaire (SPQ). The authors contend that measures were obtained for Kirkpatrick levels 1, 2, and 4 (Reaction, Learning, and Results, respectively) but that no measure of Kirkpatrick level 3 was completed. Overall, it was concluded that the training program was successful as measured at Kirkpatrick level 1 but was equivocally successful as assessed at higher levels in Kirkpatrick's model. In addition to drawing conclusions regarding the training program for facilitators in PBL, limitations and challenges associated with assessment at each level are highlighted.

Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views

“…The faculty training proposal is based on several “teacher training” implemented all over the world, mainly: the course “Introducing Project-Based Learning in the classroom” conducted by Paslawski et al 59 and Zaidi et al 60 The main topics of these sessions are presented in Table 6. It is expected that this training session occurs in a period more favorable for the faculties and other members interested in this initiative.…”

“…In that sense, faculty training is crucial to stimulate self-assessment and raise awareness about the skills that the students need to follow with success. 12,40 The faculty training proposal is based on several "teacher training" implemented all over the world, mainly: the course "Introducing Project-Based Learning in the classroom" conducted by Paslawski et al 59 and Zaidi et al 60 The main topics of these sessions are presented in Table 6…”